Challenging Dominant Views on Student Behaviour at School: by Anna Sullivan, Bruce Johnson, Bill Lucas

By Anna Sullivan, Bruce Johnson, Bill Lucas

This is a intentionally provocative booklet. It opinions present scholar behaviour administration practices, seeks to provide an explanation for the mistaken assumptions that justify these practices, and proposes how issues can be greater for kids in our faculties if assorted practices have been followed. it really is one of many few books to supply other ways of addressing the problems linked to pupil behaviour in school, and exposes the sphere to severe and sustained critique from either a study standpoint and a children’s rights ideological stance.
The authors deal with the next questions:

  • What principles dominate present considering on scholar behaviour at school?
  • What are the coverage drivers for present practices?
  • What is incorrect with universal behaviour approaches?
  • What key ideologies justify those approaches?
  • How do we current moral possible choices to present approaches?
  • How can a human rights point of view give a contribution to the advance of other approaches?

In exploring those questions and a few moral possible choices to the established order, the authors recommend useful how you can ‘answer again’ to demands extra authoritarian responses to scholar behaviour inside our schools.

In doing so, the authors recommend for reforms on behalf of kids, and of their interests.

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Additional info for Challenging Dominant Views on Student Behaviour at School: Answering Back

Example text

Following data analysis, we identified several common themes that capture the ways these schools develop and enact humane behaviour policies and practices in schools. 3 Understanding and Challenging Dominant Discourses About Student Behaviour at… 39 Our study drew on policy enactment literature to help understand the complex work schools do to interpret, translate and enact behaviour-related policies (Ball et al. 2012). This view of policy enactment recognises that policy actors adopt different roles and that their contexts are very important in shaping this work.

Sullivan, A. M. (2014a, July 15). Key to the classroom … make it interesting. The Daily Telegraph. au/news/opinion/key-to-the-classroom-make-it-interesting/ story-fni0cwl5-1226988762052. Accessed 21 Sept 2015. Sullivan, A. M. (2014b, July 30). Persistent misbehaviour challenges teachers more than student violence and aggression. EduResearch Matters. p=427. Accessed 2 Oct 2015. 26 B. Johnson Sullivan, A. , Conway, R. N. , Owens, L. , & Taddeo, C. (2013). Punish them or engage them? Teachers’ views on student behaviours in the classroom (Behaviour at School Study Technical Report No 1).

Accessed 2 Oct 2015. Chapter 3 Understanding and Challenging Dominant Discourses About Student Behaviour at School Bruce Johnson and Anna Sullivan Abstract We argue in this chapter that a particular set of discourses about student behaviour – those that can be loosely located in the ‘traditionalist-authoritarian-zero tolerance’ basket of ideas – have become dominant in society and, in particular, in many of our schools. We present evidence that a strong rhetoric of control characterises most debates about student behaviour despite counterarguments for more humane and civil approaches, and the availability of ample research evidence that calls into question the efficacy of ‘get tough’ approaches.

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